School Violence Prevention

As an integral part of the ongoing effort by schools to prevent violence against students, this graduate project will address the issue of school violence by developing a school violence prevention curriculum targeting third, fourth and fifth graders. Implemented by qualified school counselors, this school curriculum will raise the consciousness of these students with regard to school violence and provide them with practical strategies to prevent school violence. Based on the research highlighted in the previous chapters, high school students who engage in violent behavior typically exhibited aggression in their younger years. Therefore, this curriculum that targets elementary school students will offer a timely intervention to prevent the further escalation of these aggressive behaviors in at-risk students.

In this "Methods" chapter, the following topics will be discussed: a) the method used in developing the project from its initial inception to the final completion; b) personal qualifications of the school counselors who will be implementing the school violence prevention curriculum; c) the environment and the equipment used to implement the curriculum; and d) an outline of the content of the activities and procedures for implementing the curriculum.

The school curriculum was developed by reviewing the types of curriculum utilized by other violence prevention programs that are targeted at elementary school children in orde

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b. Who would they turn to? c. How would they inform these helpful resources? 3) Hand out the list of helpful resources and if they have not been identified by the class, ask the class to explain why they have been placed on the list. The list should include: parents, teachers, principals, school counselors, law enforcement officers, the library and the Internet with access to organizations dedicated to violence prevention. 4) Apart from adult figures, ask the class whether they can count on their friends to help them. Based on their responses, ask them describe the characteristics of a good friend and list them on the board. 5) Divide the class into small groups and ask each of them to describe a personal experience with a friend, which was positive. The group is expected to compare these experiences with the characteristics listed on the board. The following questions need to be addressed: a. What are the positive experiences involving a friend? b. Why are these friends described in these experiences considered to be good friends? c. What are the characteristics displayed in these experiences (as compared to those listed in the board)? 6) Gather the class together and have each group representative present the ex

Category: Psychology - S